Standard 2

Instructional Leadership
An instructional Leader places a high priority on instruction based on curriculum standards and age-appropriate best practices. They continually stress the importance of common assessments, the idea that formative assessments should drive instruction, and reflective practicing. They understand that teachers need the opportunity to learn and master innovative methods for teaching their content as well as reflecting upon and assessing current practices used, and allow for that time. They are also aware of the curriculum students should have acquired before entering their school as well as what they need to know once they have completed the course of study at their school in order to successfully guide and facilitate their teachers in the planning of instruction.

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2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.

Artifacts:

Video I created of teacher using technology in the classroom:
I showed the video in a faculty meeting and then had the teacher share more information on how she used it. Both the teacher and I provided information on how individual teachers can use the technology and the information the technology can provide to the teachers.
Technology video

Data Wall and Spreadsheet:
I worked with my principal and instructional coach to create a spreadsheet for teachers to record data from multiple sources into one sheet. These sheets are used during PLC’s to discuss student achievement. The data wall is used to create a visual for reading proficiency and ensure all students receive necessary support to achieve.


Copy of informal observation feedback sheet:


Copy of feedback form for Guided Reading checks:


Powerpoint used in staff meeting on Revised Bloom's Taxonomy and Depth of Knowledge:

Using Bloom's to create lesson plans.ppt

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• 3 MB

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2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

Artifacts:

Template for Schedule for signing out the Laptops and laptop carts and video:
This was created so teachers could successfully implement Reading Eggs and SuccessMaker.







Reflection from scheduling meeting:


Copy of Remediation Tutor Schedule:
I worked with the tutors and teachers to create times to pull students to prevent disruption of instruction as well as work around lunch, encore and recess times.

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Internship Activities:

• I worked with my principal and instructional coach to create a spreadsheet for teachers to record data from multiple sources into one sheet. These sheets are used during PLC’s to discuss student achievement. Teachers compare student preform among multiple programs to look for any alignment and/or misalignment. The data wall is used to create a visual for reading proficiency. It allows us to track students individual to ensure they have been offered every opportunity we have available. If a student continues to struggle, we are able to look at other interventions. Grade levels discuss the data and then plan “next steps” to address the strengths and weaknesses we find.
• I completed 5-minute learning walks, informal observations, and formal evaluations throughout the school year for all grade levels.
• I attended and facilitated district curriculum meetings.
• I attended weekly Professional Learning Community (PLC) meetings throughout the school year. During the meetings I participated in conversations around assessment, data and practices to use in the classroom.
• I met with our instructional coach multiple times throughout the school year to learn more about Read 3D assessments and reports, and how to use the information to help drive instruction. I used this information in conversations with teachers around curriculum and instruction.
• I attended and provided information in Student Support Management Team (SSMT) meetings. In the meetings, I helped to identify areas of concern, and assisted in naming research-based interventions and set goals for individual students.
• My problem of practice (internship project) focused on providing purposeful, engaging science instruction in the Kindergarten classrooms. I met with the Kindergarten teams to review unpacking documents, create units of study around essential questions and desired learning outcomes, and creating and evaluating assessments.
• I worked with the administrative team to assist in reviewing Guided Reading notebooks and conducting Guided Reading observations. In the notebook reviews, we reviewed the individual teacher reading notebooks and gave feedback on grouping of students, times groups were meeting, lesson plans for groups based on data, and teacher data collection. Our instructional coach combined the feedback and created professional development around areas that needed improvement. I worked with her to facilitate a feedback session for teachers. We also worked with individual teachers to help them create classroom schedules that allowed them to meet with their reading groups the prescribed number of times a week.
• I received Kagan training through the district. I used the strategies when providing Professional Development and facilitating faculaty meetings to model implementation for the staff.
• I created videos of teachers using best practices and shared them with the staff in faculty meetings and professional development. Videos included teachers implementing Kagan strategies, guided reading groups instruction and using technology in the classroom.
• I worked with the administrative team and the SIT to create a remediation plan for our students performing below grade level based on Read 3D data to help reach the SMART goals in our School Improvement Plan (SIP). I facilitated the remediation tutors, including assisting in the scheduling of groups, getting materials needed to teach the curriculum for remediation, and assisted in managing students enrolled and the communication between the tutors and teachers.
• I was responsible for the implementation of Reading Eggs, an online early literacy/reading program for our Kindergarten and first grade students. I uploaded the student sin the system, trained teachers on how to use, helped teachers create a process for logging students in, monitored usage and assisted with troubleshooting any problems with the program. The program is a resource listed in out Strategic Plan (SIP) to help use meet our Reading proficiency SMART goal.
• I worked with our media coordinator to train our third grade teachers on SuccessMaker, a program the district adopted for remediation for our struggling students. We worked with the teachers to create a plan for implementation, including recreating a laptop checkout process, and a process for students to log in with limited licenses available. I create a video to assist teachers in logging in their students.
• I worked with our SIT and administrators to create classes and schedules for next year. During this process, I met with my administration and a representative hired by the district to look at our daily schedule and ensure it meets the needs of our school and utilizes resources to the best extent.
• I worked with my principal to provide and model best practices for teachers to use in the classroom during staff meetings. One of our focuses was on Depth of Knowledge questions and use of Revised Bloom's Taxonomy.
• I worked with my principal and a specialist from DPI to create a master schedule for each grade level that included the blocks of time that should be used next year to teach specific content.

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Coursework/Trainings:

• Developmental Projects: early elementary, middle school and high school- The projects were designed to familiarize fellows with necessary practices that are developmentally appropriate in order to lead schools. We worked in groups and created portfolios that included vocabulary that is specific to that grade level; developmental research with a written overview; field research through school visits, classroom observations and interviews; individual reflections; and a brochure that captures key takeaways for parents and community members,
• Distinguished Leadership Practices (DLP) assignment: "Instructional Leadership"
• Teacher Evaluation Assignment: For this assignment, I video an evaluation cycle (pre- and post-conference) for two different teachers. I then had to create a written reflection, comparing the two, as well as reflecting on what went well and areas I feel I needed to improve, and provide suggestions for that improvement.
• Operation NELA- This involved role play assignments in which we provided feedback to teachers based on concerns by parents or through observations.
• Turnaround High School Case Study
• Transitioning Into the Common Core training from the Center for Quality Teaching and Learning
• Common Core Rigor Training through the Center for Quality Teaching and Learning
• Literacy Training- This was provided by two professors from N.C. State University, Dr. Steve Addendum and Dr. Carol Pope. The focus of the training was to define literacy. We looked at comprehension strategies, word study, making inferences, components of writing and reading workshop and discuss what we should see at different levels through the lenses of a principal.
• Understanding by Design
• Math Training by professors at N.C. State University- Focus was on the eight mathematical practices, new standards in Common Core, shifts in mathematics, resources for mathematics and how to evaluate good mathematics instruction.
• Attended sessions at the DPI Collaborative Conference for Student Achievement (CCSA)
• Attended sessions at North Carolina Association of School Administrators (NCASA) Conference

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Readings:

• Crucial Conversations
• Revisiting Professional Learning Communities At Work
• Schooling By Design
• Yardsticks
• Teach Like A Champion
• Emotional Intelligence
• Child and Adolescent Development for Educators
• Teaching with Love and Logic

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